Josep Gustems-Carnicer, C. Calderón, Diego Calderón-Garrido, Carolina Martín-Piñol
{"title":"师范生学业进步、应对策略与心理困扰","authors":"Josep Gustems-Carnicer, C. Calderón, Diego Calderón-Garrido, Carolina Martín-Piñol","doi":"10.17583/ijep.2020.4905","DOIUrl":null,"url":null,"abstract":"Academic performance is a fundamental factor in the quality of higher education, but there are no conclusive results regarding how certain variables affect it. Some studies find differences attributable to gender, age, or coping strategies, but others conclude that they are insignificant. This article seeks to deepen about how these variables influence the performance of trainee primary-school teachers. It analyses academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. The data leads that all these variables cause differences in the academic performance of the sample of primary-teacher education students.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students\",\"authors\":\"Josep Gustems-Carnicer, C. Calderón, Diego Calderón-Garrido, Carolina Martín-Piñol\",\"doi\":\"10.17583/ijep.2020.4905\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Academic performance is a fundamental factor in the quality of higher education, but there are no conclusive results regarding how certain variables affect it. Some studies find differences attributable to gender, age, or coping strategies, but others conclude that they are insignificant. This article seeks to deepen about how these variables influence the performance of trainee primary-school teachers. It analyses academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. The data leads that all these variables cause differences in the academic performance of the sample of primary-teacher education students.\",\"PeriodicalId\":44173,\"journal\":{\"name\":\"International Journal of Educational Psychology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2020-10-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17583/ijep.2020.4905\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17583/ijep.2020.4905","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students
Academic performance is a fundamental factor in the quality of higher education, but there are no conclusive results regarding how certain variables affect it. Some studies find differences attributable to gender, age, or coping strategies, but others conclude that they are insignificant. This article seeks to deepen about how these variables influence the performance of trainee primary-school teachers. It analyses academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. The data leads that all these variables cause differences in the academic performance of the sample of primary-teacher education students.